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EBS 262 GENERAL PRINCIPLES AND METHODS OF TEACHING IN BASIC SCHOOLS
1( 1 REVIEWS )395 STUDENTSEBC 126- COMMUNICATION SKILLS
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- EBS 262 GENERAL PRINCIPLES AND METHODS OF TEACHING IN BASIC SCHOOLS
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Sir please there is not content on this course. And no PDF as well..ANYETEI ANGELEY
EBC 126- COMMUNICATION SKILLS5
GoodMICHAEL AGGREY
EBC 126- COMMUNICATION SKILLS5
GoodABAKAH MONICA
UNIT 3: INNOVATIVE AND EFFECTIVE TEACHING METHODS
Unit Outline
Session 1: Conventional Methods
Session 2: Inquiry-Based learning and Guided Discovery
Session 3: Concept Mapping
Session 4: Cooperative learning and Peer Learning
Session 5: Project Method
Session 6: Didactic Teaching
Dear learner, you are once again welcome to this unit. I hope you understood what we discussed in Unit 2. Teaching methods may be defined simply as a way of carrying out actual teaching in the ‘classroom’. They are the means by which the teacher attempts to impart the desired learning or experience. The concern is with the way the teacher organizes and uses teaching techniques or skills, subject matter, teaching aids or resources to meet teaching objectives. The particular method that a teacher uses is determined by a number of factors. These include; content to be taught, objectives which the teacher plans to achieve, availability of teaching and learning resources and the ability and willingness of the teacher to improvise if convectional teaching aids are not available, evaluation and follow-up activities, individual learner differences and size of the class.
Objectives
By the end of this unit, you will be able to:
By the end of this unit, you should be able to:
WEEK 5 (SESSION 1 AND 2)
SESSION 1: CONVENTIONAL METHODS
Welcome to the first session of unit 3. I hope you have prepared cognitively to enjoy this lesson. You have already learnt about instructional objectives which dealt with the three domains of learning. We are going to now look into conventional methods of teaching. This session will focus on the definitions, characteristics, advantages and disadvantages of different conventional methods.
Objectives
By the end of this session, you will be able to:
They are the traditional way of teaching. Many teachers adopt these methods of teaching often. These are, demonstration, discussion, lecture and role play.
Demonstration
A demonstration is a method of teaching whereby the teacher performs a task step-by-step so that the learner would be able to complete the same task independently. A method of instruction where the instructor by actually performing an operation or doing a job shows the students what to do, how to do it, and through explanations brings out why, where, and when it is done. The purpose of a demonstration is to provide a means by which the teacher can explain or clarify certain parts of the context quickly and economically. It is essential that the students should be involved actively. One way in which this can be achieved is through questioning as the demonstration progresses. Whenever possible the teacher should also give students an opportunity to set up the apparatus required for carrying out a certain procedure. The students should be organized in such a way that every student is able to observe the demonstration. Demonstration can also be used to explain an experimental set up before the students begin to set up their own apparatus and/or materials to be used are not enough for the whole class; or when the materials are too dangerous or equipment too delicate to be entrusted to the students.
Characteristics of demonstration
Uses of demonstration
Advantages of demonstrations
Disadvantages of demonstrations
Lecture
A lecture is an oral presentation purposely to present information or teach people about a particular subject. A formal or semi-formal discourse is which the instructor presents a series of events, facts, or principles, explores a problem or explains relationships. Lecture method is the most commonly used method of teaching. involves giving factual information with very little or no participation by the learners. It is the method of relaying factual information which includes principles, concepts and ideas about a given topic. In a lecture the instructor tells, explains, describes or relates whatever information the students are required to learn through listening and understanding. It is therefore teacher-centered. The instructor is very active, doing all the talking. Students on the other hand are very inactive, doing all the listening. Despite the popularity of lectures, the lack of active involvement of students limits its usefulness as a method of instruction. The lecture method of instruction is recommended for students with very little knowledge or limited background knowledge on the topic. It is also useful for presenting an organized body of new information to the learner. To be effective in promoting learning, the lecture must involve some discussions and, question and answer period to allow students to be involved actively.
Characteristics of lecture
Qualities of a good lecture
minutes).
Uses of a lecture
2. To introduce a subject.
3. To give directions on procedures.
4. To present basic material.
5. To introduce a demonstration, discussion, or performance.
6. To illustrate application of rules, principles, or concepts.
7. To review, clarify, emphasis or summaries.
Advantages of lecture
Disadvantages of lecture
However, this method is most effective for transmission of large amounts of matter. In spite of this criticism this method is still very useful an instructional technique as long as it is used appropriately.
Role Play
In many courses, role playing can be used to develop empathy, to enliven a historical, philosophical, or literary topic, or to provide a concrete enactment of an abstract topic. Volunteers are asked to portray certain roles and given sufficient information on the context to enable them to improvise dialogue and actions. In some classes, the instructors have attended class in the role of a character and have enlisted colleagues to join them in enacting a situation for the students. The class is asked to play the role of those in the situation as well, asking questions or engaging in dialogue in ways that would be appropriate for the setting.
Role play is any speaking activity when you either put yourself into somebody’s shoes, or when you stay in your own shoes but put yourself into an imaginary situation. Role play is a technique that allows students to explore realistic situations by interacting with other people in a managed way in order to develop experience and knowledge in different strategies in a supported environment. In role plays, participants use their own experiences to play a real life situation. When done well, role plays increase the participants self-confidence, give them the opportunity to understand or even feel empathy for other people’s viewpoints or roles, and usually end with practical answers, solutions or guidelines.
Role plays are useful for exploring and improving interviewing techniques and examining the complexities and potential conflicts of group meetings. They help participants to consolidate different lessons in one setting and are good energizers. However, role plays can be time-consuming and their success depends on the willingness of participants to take active part. Some students may feel a role play is too exposing, threatening or embarrassing. This reluctance may be overcome at the outset by careful explanation of the objectives and the outcome. Some role plays can generate strong emotions amongst the participants. It is therefore essential that a role play is followed by a thorough debriefing. This provides the opportunity for the trainer and the participants to raise and assess new issues.
Characteristics of role play
Uses of role play
potential conflicts of groups.
2. To consolidate different lessons in one setting.
Advantages of role play
Disadvantages of role play
Brainstorming
Brainstorming is a group of creativity techniques by which efforts are made to find a conclusion for a specific problem by gathering a list of ideas spontaneously contributed by its members. Another scholastic group defines brainstorming as a method of eliciting ideas without judgement or filtering. In brainstorming, the teaching group is divided into smaller groups, which are then told to come up with solutions, questions or factors. The groups think up their ideas simultaneously so that each member can write down their ideas. It is important to emphasise to the students that even the craziest ideas can be presented during brainstorming and that all critique is forbidden during the brainstorming phase. The ideas are criticised after the brain-storming session. After the ideas are assembled, the best suggestions are then found by voting or otherwise filtering the ideas. The purpose of a brainstorming session is to discover new ideas and responses very quickly. It is particularly a good way of getting bright ideas.
Students are encouraged to let ideas flow freely, building on and improving from previous ideas. No idea, however crazy, should be rejected. These ideas are listed exactly as they are expressed on a board or written on bits of paper. The combination of swiftly generated ideas usually leads to a very animated and energizing session. Even the more reserved students should feel bold enough to contribute. The purpose of listing responses is to collect existing experiences and thoughts. It is useful to collect answers to questions when you expect much repetition in the responses. After a brainstorm session, the ideas can be discussed further and evaluated, for example listing the best options in a systematic way. Ideas can be grouped and analyzed so that they belong to the group rather than individuals.
Characteristics of brainstorming
Advantages of brainstorming
Disadvantages of brainstorming
Discussion
Discussion involves two-way communication between participants that is used to reach instructional objectives. In the classroom situation an instructor and students all participate in discussion. During discussion, the instructor spends some time listening while the students spend sometimes talking. The discussion is, therefore, a more active learning experience for the students than the lecture. A discussion is the means by which people share experiences, ideas and attitudes. As it helps to foster students involvement in what they are learning. Discussions may be used in the classroom for the purpose of lesson development, making students apply what they have learnt or to monitor students learning by way of feedback. It may contribute to desired attitudinal changes. Discussion is an important component any teaching /learning situation. It allows students to share their ideas. It can be used at the beginning of a topic to ascertain students’ pre conceived notions of the subject matter or towards the end of a topic by presenting students with a new situation and asking them to explain it in terms of what they have just learned. Discussion is important to learning in all disciplines because it helps students process information rather than simply receive it. The goal of a discussion may be to produce an solution, to analyse a situation or to present various perspectives on the subject, for example. The teacher may start the teaching discussion by asking questions or using a stimulus (a story, a newspaper clip, a piece of news, a video, etc.) to inspire discussion. The teachers’ role is that of facilitator.
Characteristics of discussion
Uses of discussion
2. To emphasize main teaching points.
3. To supplement lectures, reading, or laboratory exercises.
4. To determine how well student understands concepts and principles.
5. To prepare students for application of theory of procedure.
6. To summarize, clarify points or review.
Advantages of discussion
Disadvantages of discussion
Self-Assessment Questions
Exercise 3.1
SESSION 2: INQUIRY-BASED LEARNING AND GUIDED DISCOVERY
Welcome to the second session of unit 3. I hope you have prepared cognitively to enjoy this lesson. You have already learnt about conventional methods of teaching. We are going to now look into inquiry-based learning and guided discovery. This session will focus on the definitions and explanation, characteristics, advantages and disadvantages of inquiry-based learning and guided discovery. Gird up and be ready for this lesson.
Objectives
By the end of this session, you should be able to:
2.1 Inquiry-based learning
Inquiry-based learning is an approach to learning that emphasizes the student’s role in the learning process. It can be defined as a form of active learning that starts by posing questions, problems or scenarios-rather than simply presenting established facts or portraying a smooth path to knowledge. The process is often assisted by a facilitator. Inquirers will identify and research issues and questions to develop their knowledge or solutions. It starts from a place of questioning. Students may spontaneously ask questions or be prompted to ask questions about a particular topic. They might research to find answers, engage in activities that will help them pursue answers, or work collaboratively in pursuit of answers; regardless, all learning stems from these questions. By engaging in inquiry-based learning, students come to understand that they can take responsibility for their learning. Taking part in inquiry-based learning means learning how to learn – how to formulate insightful questions and go about pursuing answers to them.
Characteristics of Inquiry-based learning
Advantages of Inquiry-based learning
Disadvantages of Inquiry-based learning
2.2 Guided discovery
Guided discovery is directing someone to uncover or reveal something. The term “Guided Discovery” refers to a teaching and learning environment where students are actively participating in discovering knowledge. Guided discovery learning combines pointing the way to understanding or problem-solving by a guide with the discovery of facts, relationships, and solutions by students themselves, as they explore, manipulate objects, discuss, or perform experiments, drawing upon their own experience and existing knowledge. The goal of discovery is to facilitate deep learning on the part of the students – learning that has its basis in fundamental understanding and often arises from viewing a problem from multiple perspectives. Guided discovery is regarded by many teachers as an important tool. It encourages independence, makes learning more memorable, and if analysis is done in groups is a meaningful communicative task. It is important, however, to understand that some learners are resistant to this approach. Guided-discovery problems can be incorporated into lecture, lab, and field courses. They fit beautifully into the exploration phase of the learning cycle approach to teaching. Thus they work best when they are assigned before any lectures or readings on the topic. Because guided-discovery problems are time-consuming and foster deep learning, they are best used to teach course material that is especially important or conceptually difficult.
Characteristics of guided discovery
Advantages of guided discovery
Disadvantages of Guided Discovery
Self-Assessment Questions
Exercise 3.2
SESSION 3: CONCEPT MAPPING
Hi there! I hope you are having a nice time learning this unit. This is session 3 of unit 3 where we concentrate on concept mapping. We are going to delve into the definition, characteristics, advantages and disadvantages of concept mapping.
Objectives
By the end of this session, you should be able to:
3.1 Concept mapping
Concept mapping is a great way to build upon previous knowledge by connecting new information back to it. This post explores the uses of concept mapping and provides tools for creating concept maps on the computer. It is a visual organization and representation of knowledge (ideas and concepts). They show the relationship between ideas and they are usually represented in squares and circles. You create a concept map by writing key words (sometimes enclosed in shapes such as circles, boxes, triangles, etc.) and then drawing arrows between the ideas that are related. Then you add a short explanation by the arrow to explain how the concepts are related. Concept maps are especially useful for students who learn better visually, although they can benefit any type of learner. They are a powerful study strategy because they help you see the big picture: by starting with higher-level concepts, concept maps help you chunk information based on meaningful connections. In other words, knowing the big picture makes details more significant and easier to remember.
Concept maps work very well for classes or content that have visual elements or in times when it is important to see and understand relationships between different things. They can also be used to analyze information and compare and contrast. They enable teachers to tell at a glance if students have a deep understanding or are struggling with the content and concepts being studied. Concept maps aid learning by explicitly integrating new and old knowledge and students can assess understanding or diagnose misunderstanding through drawing concept maps.
Concept maps are designed with a range of difficulty, all dependent on the given topic (how the parts relate to the whole and also what information is not yet learned) along with the individual’s preferred learning style and understanding level. Thus, the information on a map varies to build understanding of the concept for the given audience. It is also essential to understand how these maps can enhance learning and how individual learners comprehend learning
Types of concept mapping
Spider Concept Mapping
Characteristics of concept mapping
Advantages of concept mapping
Disadvantages of concept mapping
Self-Assessment Questions
Exercise 3.3
SESSION 4: COOPERATIVE LEARNING AND PEER TEACHING
Hello dear learner! You are warmly welcomed to the fourth session of the third unit of types of curriculum studies in computing. I hope you are very much poised to start learning something new about your teaching profession. We have already discussed the other types of methods of teaching. However, co-operative learning and peer teaching is very important for this unit.
Objectives
By the end of this session, you should be able to:
4.1 Co-operative learning
In co-operative learning, students work together in small groups to complete a structured task or goal. Co-operative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Co-operative learning is the process of breaking a classroom of students into small groups so they can discover a new concept together and help each other learn with the aim of completing tasks collectively toward academic goals and objectives. Unlike individual learning, which can be competitive in nature, students learning cooperatively can capitalize on one another’s resources and skills.
Characteristics of co-operative learning
Advantages of co-operative learning
Disadvantages of co-operative learning
4.2 PEER TEACHING
Peer teaching essentially refers to students learning with and from each other. Peer teaching
is also an educational practice in which students interact with other students to attain educational goals. Students learn a great deal by explaining their ideas to others and by participating in activities in which they can learn from their peers. Students will engage themselves intellectually, emotionally and socially in constructive conversation and learn by talking and questioning each other’s views and reaching consensus or dissent.
Characteristics of peer-teaching
Advantages of peer-teaching
Disadvantages of peer-teaching
Self-Assessment Questions
Exercise 3.4
SESSION 5: PROJECT METHOD
Hello dear learner! You are warmly welcomed to the fifth session of the third unit of innovative and effective teaching methods. I hope you are very much poised to start learning something new about your teaching profession. We have already discussed the many types of teaching methods like conventional, peer teaching, inquiry-based learning, cooperative learning, etc. This chapter seeks to elaborate on the definition, characteristics, the pros and cons of project methods.
Objectives
By the end of this session, you should be able to:
5.1 Project method
The project method is a teacher-facilitated collaborative approach in which students acquire and apply knowledge and skills to define and solve realistic problems using a process of extended inquiry. Projects are student-centered, following standards, parameters, and milestones clearly identified by the instructor. Students have control over the planning, refining, presenting, and reflecting of the project. Through projects, students are engaged in innovation and creativity. Project method requires that the participants work actively and commit themselves to the project. The durations of the projects may differ, and they can be guided in various ways. The teacher’s role is to support and guide the work. The teacher should not give the groups any straight answers, but instead should let the students come up with their own solutions. It is a student-centered pedagogy that involves a dynamic classroom approach in which it is believed that students acquire a deeper knowledge through active exploration of real-world challenges and problems. It is a style of active learning and inquiry-based learning. It also contrasts with paper-based, rote memorization or teacher-based instruction which presents established facts by instead posing questions, problems or scenarios. In project method, students can develop their self study activities: they will get used to educate beyond the program, to use the knowledge, to solve communicative, informative problems, to have an opportunity to study cultural- informative competencies. That is why it is considered very effective.
Characteristics of project work
Advantages of project work
Disadvantages of project method
Self-Assessment Questions
Exercise 3.5
SESSION 6: DIDACTIC TEACHING
Hello dear learner! You are warmly welcomed to the sixth session of the unit 5. We will delve more into didactic teaching as we have done with the other methods of teaching. Tighten your belt as we move to the lesson.
Objectives
By the end of this session, you should be able to:
6.1 Didactic teaching
A didactic approach to teaching refers to a manner of instruction in which information is presented directly from the teacher to the pupil, in which the teacher selects the topic of instruction, controls instructional stimuli, obligates a response from the child, evaluates child responses, and provides reinforcement for correct responses and feedback for incorrect ones. A didactic method is a teaching method that follows a consistent scientific approach or educational style to engage the student’s mind. Didactic methods focuses on the baseline knowledge students possess and seeks to improve upon and convey this information. It also refers to the foundation or starting point in a lesson plan, where the overall goal is knowledge. A teacher or educator functions in this role as an authoritative figure, but also as both a guide and a resource for students.
Characteristics of didactic teaching
Advantages of didactic teaching
Disadvantages of didactic teaching
Self-Assessment Questions
Exercise 3.5
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